March 31, 2014
1:25 p.m. class
We took a four-page comma test. The instructor gathered the exams and we will correct them on Wed.
Research papers were returned. Some Works Cited were returned, but many others will be returned on Wed.
To Do for Next Class:
Have research paper brought up to date.
3:35 p.m. class
Monday, March 31, 2014
Public Speaking 129
11:15 a.m., Mar. 31, 2014
We went over the month-end grading tracking sheet.
A few people came up with new topics and some people changed or adjusted their topics.
During the last third of class, the instructor discussed conclusions. She told students to bring their informative speech outlines with a conclusion written out in full sentences. It will then be taken to key words.
To Do for Next Class:
Double-spaced informative speech outline with conclusion written out in full sentences should be brought to the next class.
We went over the month-end grading tracking sheet.
A few people came up with new topics and some people changed or adjusted their topics.
During the last third of class, the instructor discussed conclusions. She told students to bring their informative speech outlines with a conclusion written out in full sentences. It will then be taken to key words.
To Do for Next Class:
Double-spaced informative speech outline with conclusion written out in full sentences should be brought to the next class.
Friday, March 28, 2014
Tuesday, March 25, 2014
Business Communication
Link for people who did not get a Powerpoint evaluation sheet.
Thurs., March 27, 2014
Note: Class was not held due to instructor being unable to attend. We will do the Thursday assignment on Tues.
We will critique some elevator speeches and in the other half of the class, practice. By Thursday's class, you should have your speech constructed and on note cards. The instructor will ask to see the note cards or speech organization at the beginning of class.
To Do for Next Class:
Practice speech
Tues., Mar. 25, 2014
The instructor handed out the assignment for the elevator speech. The speeches will be given next week, April 1 and 3. We worked on the assignment in class.
Thurs., March 27, 2014
Note: Class was not held due to instructor being unable to attend. We will do the Thursday assignment on Tues.
We will critique some elevator speeches and in the other half of the class, practice. By Thursday's class, you should have your speech constructed and on note cards. The instructor will ask to see the note cards or speech organization at the beginning of class.
To Do for Next Class:
Practice speech
Tues., Mar. 25, 2014
The instructor handed out the assignment for the elevator speech. The speeches will be given next week, April 1 and 3. We worked on the assignment in class.
Advertising
1. Get the feedback I was going to give you in person at our last class
from the mailbox in 402.
2. Use it to revise your survey questions (if needed).
3. Put the questions on SurveyMonkey.
4. Get the link at SurveyMonkey and post it on the table at the blog.
March 27, 2014
Note: Some students received their market research surveys at 2:10. Other students will need to pick them up from the instructor's mailbox in the Comm Office, 402.
On Tuesday, April 1, we will do a market research simulation on a focus group.
March 25, 2014
Students, please read this link. It is about journalism and advertising.
Moving to a book/test class format.
We will look at a few market research presentations from previous student work. Following are uploaded to the instructor's Skydrive public file:
Soda
Nightclub deals for students
In addition, we will look at an instructional video on how to do Excel bar and pie charts.
At the end of the class, key people in the simulation will meet to plan the focus group simulation for Thursday's class.
To do for next class:
Practice doing some Excel bar charts and graphs and inserting them into Powerpoint.
Start asking people to do your survey when it is ready toward the end of this week.
Reading: TBD
Monday, March 24, 2014
Writing 102
Fri., March 28:
1:25
Professor Brandon conducted the class.
Students turned in Pt. 2. Some students turned in both Pt. 1 & 2.
We did end-of-month attendance figures, grades for assignments, and class participation points for worksheets and exercises.
In pursuit of the goal of the entire class achieving at least a 90 per cent on commas, we did two more writershelp exercises on commas. The class achieved 90 per cent on the last two. The first exercise was 70 per cent.
3:35
The instructor handed out research papers and students reviewed them for comma usage.
Students should put their semicolon sentence on the table so we can look at them at a future class.
Wed., March 26:
1:25:
We worked on run-on sentences and comma splices. We did comma exercises.
To Do for Next Class:
Bring two pages of written work on your research paper for each point. If you turned in two pages previously, only two pages are due. See list below for people who need to turn in four pages.
At our next class we will continue learning about commas and other punctuation marks. There may be another quiz.
Mon., March 24:
1:25:
We had a pop quiz on commas and graded them in class.
Students will received their Pt. 1 of their research paper. Students who were not in the previous class received their "Master Harold" drama paper.
We had a worksheet on comma splices.
To Do for Next Class:
Work on Pt. 2., The following students will be turning in both Pt. 1 & 2 on Friday, March 28:
Shana
Derrick
Moises
Keira
Francesca
Jack
Alexis
Alex
Brandon
Jordany
Alberto
Riochad
Brinea
Argenis
James
Nick
Some of the above students will not receive a late grade due to medical illness or a change of topic requested by the instructor.
3:35:
We did the comma splice worksheet and corrected the first half. The second half still needs to be corrected.
The instructor returned Pt. 1.
We covered part of the commas .ppt and will finish on Wednesday. There will be a one-page quiz on how to use the comma.
Work on Pt. 2, which will be due on Friday, March 28.
1:25
Professor Brandon conducted the class.
Students turned in Pt. 2. Some students turned in both Pt. 1 & 2.
We did end-of-month attendance figures, grades for assignments, and class participation points for worksheets and exercises.
In pursuit of the goal of the entire class achieving at least a 90 per cent on commas, we did two more writershelp exercises on commas. The class achieved 90 per cent on the last two. The first exercise was 70 per cent.
3:35
The instructor handed out research papers and students reviewed them for comma usage.
Students should put their semicolon sentence on the table so we can look at them at a future class.
Wed., March 26:
1:25:
We worked on run-on sentences and comma splices. We did comma exercises.
To Do for Next Class:
Bring two pages of written work on your research paper for each point. If you turned in two pages previously, only two pages are due. See list below for people who need to turn in four pages.
At our next class we will continue learning about commas and other punctuation marks. There may be another quiz.
Mon., March 24:
1:25:
We had a pop quiz on commas and graded them in class.
Students will received their Pt. 1 of their research paper. Students who were not in the previous class received their "Master Harold" drama paper.
We had a worksheet on comma splices.
To Do for Next Class:
Work on Pt. 2., The following students will be turning in both Pt. 1 & 2 on Friday, March 28:
Shana
Derrick
Moises
Keira
Francesca
Jack
Alexis
Alex
Brandon
Jordany
Alberto
Riochad
Brinea
Argenis
James
Nick
Some of the above students will not receive a late grade due to medical illness or a change of topic requested by the instructor.
3:35:
We did the comma splice worksheet and corrected the first half. The second half still needs to be corrected.
The instructor returned Pt. 1.
We covered part of the commas .ppt and will finish on Wednesday. There will be a one-page quiz on how to use the comma.
Work on Pt. 2, which will be due on Friday, March 28.
Public Speaking
Fri., Mar. 28, 11:15 a.m.
We did the month-end grade tracking sheet. The instructor provided students with her attendance records. Students who disagree with the records should photocopy their notes from the days they were in class and the instructor will count them as attending.
We added more student topics and presentation dates to the informative speech table.
The instructor picked up the .ppt evaluation.
To Do for Next Class:
Table of citations
Outline for speech
Wed., Mar. 26, 11:15 a.m.
We watched a student speech and critiqued it.
The instructor went over two types of citations and students are to bring their two written out citations (on the topic for their informative speech) on Friday. This handout will be helpful.
To Do for next Class:
Powerpoint evaluation.
We will work with other .ppt issues. We will check in the citations and do two more. Students will get credit for having their citations correctly done.
Mon., Mar. 24, 11:15 a.m.
We did the month-end grade tracking sheet. The instructor provided students with her attendance records. Students who disagree with the records should photocopy their notes from the days they were in class and the instructor will count them as attending.
We added more student topics and presentation dates to the informative speech table.
The instructor picked up the .ppt evaluation.
To Do for Next Class:
Table of citations
Outline for speech
Wed., Mar. 26, 11:15 a.m.
We watched a student speech and critiqued it.
The instructor went over two types of citations and students are to bring their two written out citations (on the topic for their informative speech) on Friday. This handout will be helpful.
To Do for next Class:
Powerpoint evaluation.
We will work with other .ppt issues. We will check in the citations and do two more. Students will get credit for having their citations correctly done.
Mon., Mar. 24, 11:15 a.m.
We decided what type of informative speech each student is giving and thus, which type of outline should be used. Students are to fill the type of speech in on the chart at right, "11:15 Inform. Speaking Topics/Dates."
An assignment regarding the last Powerpoint speech was given. It will be due on Friday, March 28.
5:15 p.m.
Students spoke up for speech dates and we selected a few more topics. Students who were not in class should put their names and title selection on the table.
We went over the type of informative speech and thus what type of outline the student should use (found in Ch. 13).
In addition, the instructor gave an assignment on the last Powerpoint the student used for a speech (demonstrative). Students are to analyze their Powerpoint according to the table in Ch. 13 (provided as a handout). If students were not in class, they should just access the Powerpoint table through the book and hand in a one-analysis of how their presentation aid measured up. This is due on Mon., Mar. 31.
5:15 p.m.
Students spoke up for speech dates and we selected a few more topics. Students who were not in class should put their names and title selection on the table.
We went over the type of informative speech and thus what type of outline the student should use (found in Ch. 13).
In addition, the instructor gave an assignment on the last Powerpoint the student used for a speech (demonstrative). Students are to analyze their Powerpoint according to the table in Ch. 13 (provided as a handout). If students were not in class, they should just access the Powerpoint table through the book and hand in a one-analysis of how their presentation aid measured up. This is due on Mon., Mar. 31.
Sunday, March 23, 2014
Friday, March 21, 2014
To All Students
Hahah, I am just ahead of the curve. So there!
NY Daily News article on how New Yorkers are getting rid of their cell phones.
I liked this comment: “I’m not at anyone’s beck and call,” says Baker. “It’s funny how they market a cell phone to you as if it gives you so much freedom, when really you’re fielding things all day long.”
NY Daily News article on how New Yorkers are getting rid of their cell phones.
I liked this comment: “I’m not at anyone’s beck and call,” says Baker. “It’s funny how they market a cell phone to you as if it gives you so much freedom, when really you’re fielding things all day long.”
Monday, March 17, 2014
Advertising
Thursday, Mar. 20
We finished the handout about how to construct a survey questionnaire. Toward that end, students will turn in eight questions on Tuesday. We may check the questions in class first.
Here is a link to examples of other student work for marketing research presentations. It should be noted, however, that just because this link is up, it does not mean these are good or even passing surveys. They are presented to give you examples of what students have thought of in the past. Some people have similar topics; others have no topic at all at present. Ideas might come from looking over the questionnaires.
Next week we will review the questions in class and then students will put the surveys up on the internet and begin attaining their 25 respondents. On Thursday, however, we will be doing a focus group simulation.
The instructor collected magazine ad layouts and Ch. 4 outlines.
Business & Prof. Comm
Thurs., March 20:
Two groups presented.
The instructor told students we would probably work on the "elevator speech" next week.
Friday, March 14, 2014
Wednesday, March 5, 2014
Media Advertising
Thurs., March 6
We worked on the grade tracking sheets and the instructor provided record information for students to help them determine what their grade is for the month ending in February.
Regarding the "2nd layout" on the form, this refers to the layout done for The Tower for the student's ad. This ad layout will be due March 18.
The instructor handed out media kits. We changed the dates, per the memo we had previously received.
The instructor also explained how to do a text-based ad in Microsoft by using the text box feature.
We then moved on to the remaining part of the graphic file formats .ppt. After finishing it, the instructor handed out a quiz. The quiz was open book and students could also answer the questions from a handout that the instructor provided ("Graphic File Formats"). We corrected the quiz in class. There was no grade given; the quiz was for student feedback on well they understood the material.
To Do for Next Class:
Read the chapter on "fact finding." In the blue version of the book, it is Ch. 4. Might be Ch. 5 in the latest version. After spring break, we will be going into market research.
Keep the feedback form from the introduction speech. You will be asked to provide improvement comments for the market research presentation based on the introduction speech feedback.
Work on ad layout.
Tues., March 4
We worked on graphic file formats.
At the next class, the instructor will provide a handout and a quiz. Students can use the handout to answer the quiz.
We will finish graphic file formats at the next class.
In addition, the instructor handed out a grade tracker. We will work on individual student grades through the end of February at our next class.
Business & Prof'l Communication
We had two presentations today, one on advertising tracking and the other on interactive voice response.
To do for future classes:
Read the chapter on sales presentations.
To do for future classes:
Read the chapter on sales presentations.
Monday, March 3, 2014
ENG 102 1:25 & 3:35
Fri., March 7, 1:25 and 3:35 p.m. classes
VERY IMPORTANT: Highlight all drama glossary terms in the paper that is due Monday. No boldfacing or italics or underlining, please. Highlight.
1:25:
The instructor checked in the second of two pages students had written for the "Master Harold" paper. We did peer group readings on the papers.
The Works Cited table was discussed and the instructor asked students to fill in the remaining sources and put them on a Works Cited page with the annotation (project is halfway underway at this point). The final page is due on Wed.. March 12.
We discussed Ch. 7 of the book (3rd edition; different chapter for earlier edition). In this chapter, the author provides models for papers. Students are to find the model most appropriate for their subject matter and do an outline for their paper.
3:35:
We worked on the papers in class. The instructor provided feedback on student papers and thesis ideas.
The instructor asked students to turn in their Works Cited page on Monday (with all the sources from the table).
Wed., March 5, 1:25 & 3:35 p.m. class
We went over the online clip citation and students corrected their colleague's citation in class.
"Master Harold" papers were exchanged and given peer review comments.
Research paper topic breakdown:
Mon., March 3, 3:35 class
We worked on how to do a web site citation and also how to find the sponsor of a site.
We only briefly discussed the play and will discuss it more on Wednesday.
The instructor extended the due date for the paper to Mon., March 10.
Due Wed., Mar. 5:
1 page of Master Harold paper
Write a web site citation for your table
Mon., March 3, 1:25 p.m. class:
We discussed the play and thesis statements. The "Master Harold" paper due date was extended to Mon., March 10 instead of this coming Friday.
The instructor showed students the PBS, NPR, WNYC and BBC sites and showed them how to search for sources at these sites.
We approximated an April 15 deadline date for the research paper.
The instructor handed out a grading tracker worksheet and gave students feedback on their attendance and their grades.
Due Wed, Mar. 5:
1 page of Master Harold paper
Write a radio or television source for your table.
VERY IMPORTANT: Highlight all drama glossary terms in the paper that is due Monday. No boldfacing or italics or underlining, please. Highlight.
1:25:
The instructor checked in the second of two pages students had written for the "Master Harold" paper. We did peer group readings on the papers.
The Works Cited table was discussed and the instructor asked students to fill in the remaining sources and put them on a Works Cited page with the annotation (project is halfway underway at this point). The final page is due on Wed.. March 12.
We discussed Ch. 7 of the book (3rd edition; different chapter for earlier edition). In this chapter, the author provides models for papers. Students are to find the model most appropriate for their subject matter and do an outline for their paper.
3:35:
We worked on the papers in class. The instructor provided feedback on student papers and thesis ideas.
The instructor asked students to turn in their Works Cited page on Monday (with all the sources from the table).
Wed., March 5, 1:25 & 3:35 p.m. class
We went over the online clip citation and students corrected their colleague's citation in class.
"Master Harold" papers were exchanged and given peer review comments.
Research paper topic breakdown:
Mon., March 3, 3:35 class
We worked on how to do a web site citation and also how to find the sponsor of a site.
We only briefly discussed the play and will discuss it more on Wednesday.
The instructor extended the due date for the paper to Mon., March 10.
Due Wed., Mar. 5:
1 page of Master Harold paper
Write a web site citation for your table
Mon., March 3, 1:25 p.m. class:
We discussed the play and thesis statements. The "Master Harold" paper due date was extended to Mon., March 10 instead of this coming Friday.
The instructor showed students the PBS, NPR, WNYC and BBC sites and showed them how to search for sources at these sites.
We approximated an April 15 deadline date for the research paper.
The instructor handed out a grading tracker worksheet and gave students feedback on their attendance and their grades.
Due Wed, Mar. 5:
1 page of Master Harold paper
Write a radio or television source for your table.
Public Speaking 129 11:15 a.m. and 5:15 p.m.
Fri., March 7, 2014
We had three speakers today. Brandon told us about making youtube videos, Gianna told us how to make empandas, and Tamara showed a ppt of how she makes macaroni and cheese.
Wed., March 3, 2014
5:15 p.m.:
Speakers were Samidia and Michael (legal, rifle).
The informative speech assignment was discussed and reading assigned.
We worked on MLA Works Cited and students were given a worksheet. We wrote a book citation in class and the instructor asked students to write a citation for the ebrary book.
To do for next class:
Think about informative speech topics. Outlines will be due on Mon., Mar. 10 (1st half) and Wed., Mar. 12, (2nd half). Links to ideas for informative speeches is at right.
Write a citation for an ebrary book that you will find at the databases at the library. Use the model provided to you on the worksheet. We will correct the citation in class.
Mon., March 3, 2014
11:15 a.m.:
Three speakers gave their presentations today: Samaria, Nelson, and Theodore. We heard about organizing one's life, tactics for staying up all night, and what to look for when getting a tattoo.
The instructor assigned a reading assignment for our upcoming informative speeches. The class voted to do outlines instead of a quiz. The first third of the chapter's outline should be done by Friday, March 7. The subsequent two outlines will be due on March 10 and 12. The instructor will only ask to see the outlines through the 10th, but on the 12, they will be handed in. The reading assignment is Ch. 13 on informative speeches.
Students should be thinking of a topic for their informative speech. The informative speeches will start about March 26th.
We had three speakers today. Brandon told us about making youtube videos, Gianna told us how to make empandas, and Tamara showed a ppt of how she makes macaroni and cheese.
Wed., March 3, 2014
5:15 p.m.:
Speakers were Samidia and Michael (legal, rifle).
The informative speech assignment was discussed and reading assigned.
We worked on MLA Works Cited and students were given a worksheet. We wrote a book citation in class and the instructor asked students to write a citation for the ebrary book.
To do for next class:
Think about informative speech topics. Outlines will be due on Mon., Mar. 10 (1st half) and Wed., Mar. 12, (2nd half). Links to ideas for informative speeches is at right.
Write a citation for an ebrary book that you will find at the databases at the library. Use the model provided to you on the worksheet. We will correct the citation in class.
Mon., March 3, 2014
11:15 a.m.:
Three speakers gave their presentations today: Samaria, Nelson, and Theodore. We heard about organizing one's life, tactics for staying up all night, and what to look for when getting a tattoo.
The instructor assigned a reading assignment for our upcoming informative speeches. The class voted to do outlines instead of a quiz. The first third of the chapter's outline should be done by Friday, March 7. The subsequent two outlines will be due on March 10 and 12. The instructor will only ask to see the outlines through the 10th, but on the 12, they will be handed in. The reading assignment is Ch. 13 on informative speeches.
Students should be thinking of a topic for their informative speech. The informative speeches will start about March 26th.
Saturday, March 1, 2014
ENG 102 Students
Some ideas for thesis statements for the "Master Harold" play were sent to your school email address.
Here are the basics:
1. Who is the master and who are/is the boy(s)?
2. Sam has performed incredible kindness, yet for all his intellectualizing, Master Harold still buys into the concept of "separation" that is apartheid. Master Harold, despite "book learning," is unable to see or challenge the social system and Sam's kindness and humanity has gone unacknowledged.
An example of the fact that he cannot see around it is that he thinks it is his place to tell the two employees what to do, despite his age. Also, when he develops his thesis statement about the dance.
3. "Master Harold" as a "coming of age" story. Another example of a "coming of age" story is The Catcher in the Rye by J.D. Salinger. Google "coming of age novels" or "coming of age stories" to see if there are others you've read that you can compare "Master Harold" to.
These are only ideas to get you started. Feel free to use your own as long as you meet the objective of using the drama terms. As stated in class, however, papers that have a thesis statement will score higher than those that merely summarize the events of the play.
Here are the basics:
1. Who is the master and who are/is the boy(s)?
2. Sam has performed incredible kindness, yet for all his intellectualizing, Master Harold still buys into the concept of "separation" that is apartheid. Master Harold, despite "book learning," is unable to see or challenge the social system and Sam's kindness and humanity has gone unacknowledged.
An example of the fact that he cannot see around it is that he thinks it is his place to tell the two employees what to do, despite his age. Also, when he develops his thesis statement about the dance.
3. "Master Harold" as a "coming of age" story. Another example of a "coming of age" story is The Catcher in the Rye by J.D. Salinger. Google "coming of age novels" or "coming of age stories" to see if there are others you've read that you can compare "Master Harold" to.
These are only ideas to get you started. Feel free to use your own as long as you meet the objective of using the drama terms. As stated in class, however, papers that have a thesis statement will score higher than those that merely summarize the events of the play.
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